it’s still fresh in my memory how “mama” woke me up every morning, telling me to prepare myself for school.

it’s still fresh in my memory how “mama” assisted me fixing myself and belongings for school.

it’s still fresh in my memory how my teacher taught us to write, sing and dance at school.

It’s all nice to recall but those were over and gone . . . for another new day will come, . . and more challenging to all of us graduates. I look forward that there will still more wonderful things ahead in us in the coming years.

So parents and teachers, thank you for all your endeavor . . . for we made one step forward again in our life and we never forget you.

Salmon, Peter C., 2000,“Aggressive behavior in Secondary school”, stressed that both biological and environmental are the causes for disruptive behavior disorders. (Biological includes; underweight during birth, brain damage from birth and etc.) (Environmental includes; stressed encounter at home, alcohol used by parents, poverty and etc.). Children who have been exposed to environment as stressful as these are helpless. They still need guidance and constant monitoring with regards to their education. They need to be taught from home, how to wake up early, how to catch every angle of school requirements under pressure with the cooperation of parents to avoid tardiness and motivations/encouragement were there always behind to let laziness out of space to the life of these new generation.

J.B. Bucayong said that a certain study showed that all parents had experienced parenting their own children. In addition, knowledge about what can be expected from children at different developmental stages and knowledge about the principles of behavior change contribute strongly to parenting styles. Two parents may have similar ideas about parenting or may be diametrically opposed in their beliefs and practices. Parenting styles may decrease, maintain or inadvertently increase disruptive behavior in children. Thus persistent tardiness and or laziness will be either minimize or intensifies depending on effective strategies used by the parents to some teenagers from being dependent of this kind of behavior.

This chapter presents the review of related literature which guided the researcher in the conduct of this study. The literature will be taken from the relevant materials to give the necessary background; insight and to supplement the ideas in the present investigation.

Foreign Studies

Range of Violent Behavior; Scott S; Knapp M; Henderson J; Maughan B: Financial cost of social exclusion: follow up study of antisocial children into adulthood. BMJ 2010; Disruptive behavior were in the form of overt inattentiveness, misbehavior, tardiness and laziness at school. There are also children and adolescents that had a wide range of behaviors: explosive temper tantrums, physical aggression, sleeping, reading of papers or any magazines or books not related to the subject matters that was taken on that specific time.

The above mentioned outward expressions of children having disruptive behavior are related to the present study because children who have this kind of character shown at school will disrupt not only the teachers but also the doer themselves and all the individual present in the room.

Mental Health Association America, 2005 NMHA is a national organization dedicated promoting mental health through education and advocacy. What can be done if a child shows disruptive behavior?

The goals of treatment typically focus on helping the child to: learn how to control his/her anger; express anger and frustrations in appropriate ways; be responsible for his/her actions; and accept consequences. In addition, family conflicts, school problems, and community issues must be addressed.

Barton, P.E.2009, reported from his study that each child arrives in the world with a particular profile of temperamental traits, for example, getting excited quickly compared with being really laid back , being very active and restless compared with being placid and relaxed, and seeking out stimulation compared with shrinking from stimulation. Different temperamental traits drive different kinds of behavior. For example a child who is easily excitable may have more temper outbursts than a child who is very placid.

Children who have several risk factors showed the following behaviors should be carefully evaluated: intense anger, frequent loss of temper or blow-ups, extreme irritability, extreme impulsiveness, becoming easily frustrated. Parents, teachers and institutions dealing with children such as school administrators will go hand in hand to understand and find ways to minimize such behavior.

Evidenced-based parent programs for reducing disruptive behavior in Children; Author: Ph.D. Candidate Gavita Oanalex, 2010 – The study is related to the study because it relates the cause and effect of disruptive behavior and it stressed that poor parenting practices are related to disruptive behaviors, while positive parenting practices are protective factors. Indeed, parents who engaged in more negative parenting practices, such as the use of harsh and inconsistent discipline, often report higher externalizing and internalizing problems in both children and adolescents.

(Burke et al., 2006; and Frick, 1994) has a study that children’s disruptive behavior has been linked with different aspects of parenting practices, such as monitoring, harassing and inconsistent discipline, etc. Wasserman et al., 2002, found out that punitive discipline of parents has been found to be a common risk factor for children with oppositional, aggressive, hyperactive, and internalizing behaviors.